Keith Vom Eigen

Publications (2)3.91 Total impact

• Article: Media and memory: the efficacy of video and print materials for promoting patient education about asthma.

  Elizabeth A H Wilson, Denise C Park, Laura M Curtis, Kenzie A Cameron, Marla L Clayman, Gregory Makoul, Keith Vom Eigen, Michael S Wolf
  [show abstract] [hide abstract]
  ABSTRACT: We examined the effects of presentation medium on immediate and delayed recall of information and assessed the effect of giving patients take-home materials after initial presentations. Primary-care patients received video-based, print-based or no asthma education about asthma symptoms and triggers and then answered knowledge-based questions. Print participants and half the video participants received take-home print materials. A week later, available participants completed the knowledge assessment again. Participants receiving either intervention outperformed controls on immediate and delayed assessments (p<0.001). For symptom-related information, immediate performance did not significantly differ between print and video participants. A week later, receiving take-home print predicted better performance (p<0.05), as did self-reported review among recipients of take-home print (p<0.01). For content about inhaler usage, although video watchers outperformed print participants immediately after seeing the materials (p<0.001), a week later these two groups' performance did not significantly differ. Among participants given take-home materials, review predicted marginally better recall (p=0.06). Video and print interventions can promote recall of health-related information. Additionally, reviewable materials, if they are utilized, may improve retention. When creating educational tools, providers should consider how long information must be retained, its content, and the feasibility of providing tangible supporting materials.
  Patient Education and Counseling 09/2010; 80(3):393-8. · 2.31 Impact Factor
• Article: Literacy, cognitive ability, and the retention of health-related information about colorectal cancer screening.

  Elizabeth A H Wilson, Michael S Wolf, Laura M Curtis, Marla L Clayman, Kenzie A Cameron, Keith Vom Eigen, Gregory Makoul
  [show abstract] [hide abstract]
  ABSTRACT: Interventions to mitigate the impact of low literacy on patients' recall of information by simplifying language have had limited success. The current study examines the extent to which cognition explains the relationship between literacy and retention of health information. Primary care patients aged 40 to 85 years watched a video about colorectal cancer (CRC) screening and then answered knowledge-based questions about the video's content as well as a literacy assessment and cognitive assessments measuring processing speed, working memory, and-long term memory. A week later, available participants completed the knowledge assessment a second time. In regression models for immediate knowledge, literacy significantly predicted knowledge. However, once cognition (i.e., processing speed, working memory, and long-term memory) was added to the model, it explained 70.7% of the relationship between literacy and performance. A week later, literacy again significantly predicted knowledge, but entering cognition into the model explained 45.9% of the relationship between literacy and performance. These results suggest that cognition explains much of the association between literacy and both immediate and delayed recall of health information. Design and intervention strategies for educational tools should consider cognitive factors such as working memory demands in addition to focusing on the readability of materials.
  Journal of Health Communication 01/2010; 15 Suppl 2:116-25. · 1.61 Impact Factor